Sibel Kederli Sibel Kederli

TP6- Past Simple
A1 level

Description

In this lesson, Ss study on Past Simple in the context of life stories. The lesson starts with discovering the target language through the marker sentences from the reading text about Ben Silbermann's life. This is followed by clarifying the form and pronunciation of the target language. Then Ss complete a series of controlled, semi- controlled and freer exercises to practice the target language in the same context.

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of Past Simple in the context of life stories.

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a jigsaw in the context of life stories.

Procedure

Warmer/Lead-in (1-3 minutes) • To set lesson context and engage students

T starts the lesson by asking students about their weekends and tells about her weekend.

Exposure (3-5 minutes) • To provide context for the target language through a reading text.

T refers to the reading text and asks questions about Ben Silbermann. Ss recalls or/and answers the questions by checking the reading text: Who is Ben Silberman? When did he graduate from university? When did he get his job at Google? When did he start his own business/ Pinterest? Where does he live now?

Highlighting (1-3 minutes) • To draw students' attention to the target language

T writes the anwers to the board. 1)Ben Silbermann is the founder of Pinterest. 2)He graduated from university in 2006. 3)He got a job at Google in 2006. 4)He started his own business in 2008. 5)He lives in the USA.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T asks the following questions to checks understanding of Past Simple: Which sentences are about Ben Silbermann's life now? Which sentences are about his life in the past? Is Ben Silbermann still a student or working? When did he finish university? Does he work for Google or Pinterest now? When did he work for Google? Does he still live in the USA? T asks the following question to highlight the past verb form: Is this verb in the present or past?( got- past) What is the present form of this verb?(get) Is this verb in the present or past?(started-past) What is the present form of this verb? (start) T gives a list of regular and irregular verbs and asks students to find the past forms in the reading text. Ss work in pairs to find the past forms of these verbs. T asks how the Past Simple of regular verbs formed and highlights three different forms. love - loved work- worked study- studied Ss think about and answer questions on the form of verbs. T highlights verbs ending with /t/ and /d/ sounds have an extra syllable: T writes want-ed and decid-ed on the board and highlights /t/ and /d/ sounds in colour. T shows the extra syllable with fingers. T writes worked on the board and highlights /k/ sound and shows it does not have an extra syllable with fingers. Ss practice saying the verbs. Ss practice saying Past simple sentences

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

Ss make correct past sentences about Ben Sibermann's life by using the prompts given in ex. 1a. T monitors closely to check Ss's answers and gives the answer key when they finish writing. Ss work in pairs and tell their partners six things about Ben's life.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T writes two sentences about her own life events and interests on the board: I graduated from university in 2012. I started teaching in 2014. Ss write sentences about their own life events and interests. Ss work in pairs and take turns to ask and answer questions about their sentences.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T groups Ss into Grace Hopper and Steve Jobs and gives half the class the information about Grace Hopper and the other half about Steve Jobs. Each group work together on the information about them T gives the answer key to each group. Ss checks their answers. T repairs Ss. Ss turns over the info cards and tell each other about their person without looking the information

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